Maternal Socialization of Children''s Eating Habits: Strategies Used by Obese Mexican-American Mothers   总被引：4，自引：0，他引：4  

Norman Olvera-Ezzell  Thomas G. Power  Jennifer H. Cousins 《Child development》1990,61(2):395-400

Mexican-Americans are more likely to be obese than the general population, yet little research has been conducted on the socialization of eating habits in Mexican-American children. 38 obese mothers enrolled in a weight-loss program and their 4-8-year-old children were observed during mealtime and the mothers interviewed about their socialization practices. Mothers relied primarily on nondirective verbal control strategies during the observation. Child compliance was more likely to follow a maternal serving or command than a nondirective behavior. Mothers encouraged sons to eat more than did mothers of girls. Child age was negatively correlated with mother's use of commands, reasoning, threats, and bribes, and positively correlated with maternal nondirectives, servings, and child compliance. Mothers with more years of formal education served healthier foods and were more likely to report using reasoning strategies, prohibiting consumption of unhealthy food, monitoring child food consumption away from home, and allowing child input into the eating situation than were less educated mothers.  相似文献   

The importance of supporting technological knowledge in post-primary education: a cohort study     

Jeffrey Buckley  Niall Seery  Jason Power  Joseph Phelan 《Research in Science & Technological Education》2019,37(1):36-53

Background: Substantial research highlights the differences between scientific and technological knowledge. Considering that learning is heavily focused on the acquisition of knowledge, it is important to examine the individual and systematic implications of these types of knowledge.

Purpose: The purpose of this study was to examine the impact on overall educational performance as a result of engaging with technology subjects at post-primary level.

Sample: A five year cohort study was designed to gather longitudinal data from a total sample of 1761 pupils’ grades from the Irish Leaving Certificate examination. The sample was distributed across four schools.

Design and methods: Grades from the Irish Leaving Certificate were selected because the examination is considered high stakes as it serves as the country’s primary mechanism for matriculation into third-level education. Individual examinations are designed externally to schools by a government body ensuring the validity of each examination in capturing the holistic interpretation subject syllabi. Finally, a points system is used to score each examination facilitating comparisons between subjects.

Results: The results show that pupils who study the technology subjects are statistically significantly less likely to perform well overall in comparison to pupils who study science and mathematics subjects. They also show that for pupils who study the technology subjects, those subjects are statistically significantly likely to be their best performing subjects.

Conclusions: Due to the array of variables impacting subject selection, a definitive causal explanation cannot be deduced from the data for these results. However, it is possible to infer that the variance in knowledge types between the science and technology subjects has an impact on the results. A case is made that a compulsory technological component should be incorporated into educational curricula to provide a comprehensive and general education and to facilitate the holistic development of pupils.  相似文献   

Conversational strategies of teachers using three methods of communication with deaf children   总被引：1，自引：0，他引：1  

D J Power  D J Wood  H A Wood 《American annals of the deaf》1990,135(1):9-13

Teacher control over conversations with deaf pupils using oral/aural only, signed English or cued speech communication, was related to pupil response, including taking initiative in conversations, misunderstanding the teacher, and length of contributions to the conversation. As teacher control over the conversation and repair of "wrong" contributions increased, pupil initiative and length of contribution decreased and misunderstanding of teachers increased. Different methods of teacher communication produced few differences in response; those that did occur mostly favored pupils of teachers using signed English. Few significant differences were found in the distribution of different types of conversational moves among teachers using the different methods of communication.  相似文献   

MARKETS AND MISOGYNY: EDUCATIONAL RESEARCH ON EDUCATIONAL CHOICE   总被引：2，自引：0，他引：2  

Sally  Power    《British Journal of Educational Studies》2006,54(2):175-188

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Interviewing deaf adults in postsecondary educational settings: stories, cultures, and life histories     

Freebody P  Power D 《Journal of deaf studies and deaf education》2001,6(2):130-142

This article provides a brief examination of how Deaf adults describe their life histories as learners and as workers in the workforce. We show how these histories are intricately tied to the movements in and around the participants' social positions as Deaf persons in a hearing world. Three discursive positions are evident in the talk of these interviewees in relation to Deafness: as disability, as logistic complexity, and as community/culture. We also show how the life stories produced in the interviews entail variations on the theme of fragmentation: the losing, missing, and finding of viable life circumstances. In addition, we discuss how the interviewer-interviewee relationship comes to embody a hearing community's interests, recasting a Deaf interviewee's everyday life into a series of curiosities.  相似文献   

Education for the future: an international perspective   总被引：1，自引：0，他引：1  

Colin Power 《Educational Research for Policy and Practice》2006,5(2):165-174

Building a strategic direction for education ultimately rests on the extent, to which we resolve the key issue addressed by UNESCO’s International Commission on Education for the 21st Century (the Delors Report): what kind of education is needed to create the kind of world, we want to emerge in the future? Certainly, globalisation brings with it many new challenges, opportunities and dangers and global forces are impacting on the directions being taken by education systems around the world. At the same time, we, individually and collectively, must strive to determine our own destiny. The direction in which education heads depends both on the global forces shaping our common future, and on the policy choices and programs, we put in place over the next decade. In this paper, it is argued that in the 21st century, we need a renewed sense of the purpose in education, one which restores harmony in human development by giving greater emphasis to the social, cultural and moral dimensions of education. In essence, we must learn to live together and develop the competencies needed tackle the social, environmental and economic challenges facing us in a rapidly changing, complex and unequal and conflicted world.  相似文献   

Science achievement and attitudes at primary and secondary interface     

Colin Power 《Research in Science Education》1979,9(1):75-84

Conclusion The results in this study provide some evidence indicating that there are no major problems confronting students in transition in the schools sampled so far as science is concerned. The majority of students enjoy science at both levels, and, contrary to popular belief, there is no sharp drop off in student attitude as the year wears on. The maintenance of student satisfaction and positive attitudes seem to be related to the nature of the curriculum materials used and the quality of the interpersonal relationship between teacher and pupils. It would appear that in the open-area high schools involved in this study, the materials used (largely A.S.E.P.) and the identification of the teacher with the school and the students were more conducive to student satisfaction than those in use in the more conventional schools. That relatively few of the environmental measures used were found to be associated with student outcomes is a little puzzling. One suspects that in part the reasons may lie in the limitations of the instrument and in part in the lack of variance in student attitudes towards science across the transition period. A careful analysis of what actually happens in science lessons and interviews with the participants reveals that whereas most students are satisfied, the reasons for this satisfaction are as rich and varied as the patterns of adaptation utilized by students in transition.  相似文献   

‘It’s not that easy to solve’: edTPA and preservice teacher learning     

Patricia Paugh  Kristen Bethke Wendell  Christine Power  Michael Gilbert 《Teaching Education》2018,29(2):147-164

This three year qualitative study of a university pilot of the edTPA, a performance assessment for preservice teachers, questioned candidates’ learning at the nexus of claims that the edTPA serves a dual role as both a formative assessment for candidates’ ongoing learning as well as a summative assessment of their readiness to teach. The analysis highlighted affordances and constraints of the assessment in the areas of: (1) depth of professional learning, (2) differentiation for diverse learners, (3) focus on school, community and family context, (4) professional reflection within classroom realities, and (5) as an evaluation tool. The discussion positions the findings alongside other published implementation studies of the edTPA in terms of current reforms. It especially problematizes the positioning of preservice teachers as professional learners in light of pressures for compliance and standardization.  相似文献   

Conceptualising the sociology of education: an analysis of contested intellectual trajectories     

Sally Power  Gareth Rees 《British Journal of Sociology of Education》2020,41(6):778-793

Abstract

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field’s flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: ‘political arithmetic’; and the more recent ‘cultural turn’. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education.  相似文献   

Childreńs judgments of intentionality in moral dilemmas     

Grant Stephenson  Donald Power  John Kelleher  Mary Richardson 《Educational technology research and development : ETR & D》1976,24(4):381-390

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